Description
This animated slide presentation follows the concept development of Module 1 Lesson 2. These interactive slides can be used during synchronous online learning or personalize by narrating for asynchronous learning. Perfect for distance or hybrid learning!!
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Eureka Math Grade 2 - Module 1 Lesson 2 Concept Development - Distance Learning
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$5.00
Highlights
Digital downloads
Grades
2nd
Subjects
Standards
CCSS2.OA.B.2
CCSSMP2
Tags
Pages
18
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Grade 2 Module 1 Bundle, Bundle, Bundle!!These animated slide presentations follow the concept development of Eureka Math / Great Minds Curriculum Module 1. The interactive slides can be used during synchronous online learning or be personalized by narrating for asynchronous learning. This presentat
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Description
This animated slide presentation follows the concept development of Module 1 Lesson 2. These interactive slides can be used during synchronous online learning or personalize by narrating for asynchronous learning. Perfect for distance or hybrid learning!!
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
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Standards
to see state-specific standards (only available in the US).
CCSS2.OA.B.2
Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
CCSSMP2
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
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